Category: Curriculum Map

Chapter 13 Biotechnology PPT Questions

 

DNA Technology
ppt Questions

DNA Extraction

1. When cells are treated with certain chemicals, it causes the plasma membrane to __________ or lyse.

2. DNA can be pulled out of cells because it is ________________ and can be ______________.

3. Describe the appearance of DNA spooled from cells.

 

4. What may be used to cut DNA into smaller pieces?

5. Do all restriction enzymes cut DNA at the same place?

6. What 2 properties can be used to separate DNA fragments?

7. Why does DNA have a negative charge?

 

8. To separate DNA fragments, it is placed in a ____________ with a current of _____________ running through it.

9. This process is called ____________________.

10. What determines the direction DNA will move in a gel?

 

11. Which fragments move further and faster?

12. DNA fragments are loaded into depression on the gel called _____________.

13. The DNA gel floats in a chamber covered with a ____________ solution.

14. DNA fragments closest to the wells are ___________ in size, while the __________ DNA fragments are further from the wells.

Steps in DNA Sequencing 

15. Many copies of a ______________ of DNA are placed in a test tube and ________________ is added to begin the process.

16. What else must be added?

17. How are the different nucleotide bases marked or tagged?

 

18. Dyed and _____________ nucleotides are added, but the large __________ molecules stop the chain from growing producing DNA fragments of _______________ sizes.

19. The fragments make banding patterns on an electrophoresis gel of different _____________ that can be identified.

20. The separated fragments are then read by _____________ from the ________ of the gel to the top.

Copying DNA

21. Define PCR and tell what it stands for.

 

 

22. To make many copies of DNA, DNA polymerase is added that can work at very high _______________. 

23. DNA is _____________ to separate the two strands.

24. What is added next to the test tube of DNA and DNA polymerase?

25. What are primers?

 

26. When the tube is cooled, DNA polymerase adds new ___________ to the separated DNA strands.

27. Even though a small amount of DNA is used to start PCR, ___________ amounts of DNA can be copied.

Cloning

28. What is a clone?

 

29. Clones may be produced by _____________ reproduction.

30. What two types of cells are combined in order to clone an organism?

 

31. Once a body cell fuses to an egg cell, the cell divides like a normal _____________.

32. What was the first successfully cloned organism?

 

Human Genome Project

33.  When was the project started?

34. What is the goal of the project?

 

 

35. How many nucleotides approximately make up the human genome?  How many chromosomes?

 

36. Who is mapping the genes on the human chromosomes?

37. From working on the Human Genome project, scientists have discovered that only about ________ actually codes for proteins; these genes are called _____________.

38. What is the other 98% or non-coding genes of DNA known as?

39. How many genes have been found on DNA?  Is this more or less than the expected number?

 

40. What are SNP’s that the scientists found?

 

41. Define proteome.

 

42. Human Genome researchers discovered transposons.  What are these structures?

 

43. The Human Genome Project was produced an area of science known as bioinformatics.  how is this helpful in sequencing DNA?

 

44. Define biotechnology.

 

45. Give an example of an agricultural crop grown in this area that has been improved by genetic engineering.

46. What product was 1st made in 1982 by genetic engineering to help diabetics?

47. Explain how biotechnology has improved each of these fruits or vegetables:

a. bananas

b. rice

c. garlic

d. potatoes

 

48. Give 4 ways biotechnology has helped the environment.

 

 

Calorimetry lab

Calorimetry – Measuring the energy in Foods

Introduction:
There are two processes that organisms use to make usable energy. The process by which autotrophs convert sunlight to a usable form of energy is called photosynthesis. Photosynthesis supports all life on earth. Products from photosynthesis include food, textiles, fuel, wood, oils, and rubber. During photosynthesis, light energy is used to make organic compounds from inorganic water and carbon dioxide. Photosynthesis goes through light dependent reactions and the light independent reactions which include the Calvin cycle.
The process where heterotrophs break down food molecules to release energy for work is called cellular respiration. Cellular respiration is the reverse of photosynthesis; the reactants of one are the products of the other. The reactants of cellular respiration are glucose and oxygen, and the products are carbon dioxide, water, and energy.  Cellular respiration breaks down glucose to form carbon dioxide and water, while releasing energy usable by the cells. The first step, glycolysis is the process  that converts glucose to pyruvate and releases a small amount of cellular energy.  The second step may be aerobic or anaerobic depending on the amount of oxygen available.  Aerobic respiration is the breakdown of pyruvate in the presence of oxygen.  A larger amount of cellular energy or ATP is produced during the Kreb’s cycle and electron transport chain. Anaerobic respiration is the breakdown of food molecules in the absence of oxygen. Less ATP is produced by anaerobic respiration or fermentation.

Hypothesis:
If the heat given off by a burning pecan is measured by how much the temperature increases in a given amount of water, then the number of calories of energy stored in the nut during photosynthesis can be determined.

Materials:
Items needed for the lab included a large paper clip, a 100 ml graduated cylinder, thermometer, 2 soft drink cans, electronic balance, butane lighter, plastic tray, scissors, paper, and pencil.

Procedure:
Use a graduated cylinder to measure 100 ml of water and add this to an empty soft drink can. Cut holes on two sides of a second soft drink can so there is room to place a large bent paper clip.  Measure and record the mass of one pecan using the electronic balance. Bend a large paper clip to make a “nut stand” and measure and record  the mass of this clip. Place the pecan on the nut stand and put the stand inside the cut-out drink can.  Use a thermometer to measure and record the temperature of the water in the second can.  Place this can on top of the can with the nut. Use a butane lighter to ignite the nut. Record the temperature of the water when the nut is completely burned. Complete the data table by calculating the  the total calories in the pecan.

Data:    

Data Table 1
Before Burning After Burning Difference
Mass of Nut 1.7 g 0.1g 1.6g
Temperature of Water 20 40.1 20.1
Mass of Paper Clip 1.4g 1.4g 0g

 

Data Table 2
Mass of pecan 0.1 g
Temperature change of 100 ml of water 20.1
Calories required to produce temperature change in 100 ml water 2010
Calories per gram contained in the pecan 1182.4

Error Analysis:
Errors may have occurred in several ways during this experiment. One error that may have occurred is that some of the energy may have been lost during the burning. Some of the pecan’s energy was lost as light instead of heat energy. Also some of the heat measured in the water could have been due to the butane lighter used to ignite the pecan.

Conclusion:
The temperature of the 100 ml of water in the can above the burning pecan was changed by the energy given off by the pecan when it was burned.  The energy given off by the burning pecan was great enough to increase the water temperature by 20.1 degrees Celsius. The mass of the unburned pecan was 1.7g. It takes 100 calories to raise the temperature of 1 ml of water by 1 degree Celsius. The temperature of 100 ml of water was recorded to have increased by 20.1 degrees Celsius; therefore, the total number of calories in the pecan equals 20.1 x 100 or 2010 calories. Since the nut had a mass of 1.7g, the number of calories per gram equals 2010 divided by 1.7 or 1182.4 calories per gram.
The increase of temperature in the water showed that energy had been stored in the pecan. In this experiment, the amount of calories of heat energy stored in a pecan during photosynthesis was measured by a process known as calorimetry.

 

Campbell Problem 7

Molecular Genetics Problem 7
7. Using the information from problem 6, a further testcross was done using a heterozygote for height and nose morphology. The offspring were tall-upturned nose, 40; dwarf-upturned nose, 9; dwarf-downturned nose, 42; tall-downturned nose, 9. Calculate the recombination frequency from these data; then use your answer from problem 6 to determine the correct sequence of the three linked genes.

Experiment 3. (Frequency/Distance between T and S)

Determine the recombination frequency for the genes controlling Tallness and Snout:

40 tall-upturned snout = 40% expected
42 dwarf-downturned snout = 42% expected
9 dwarf-upturned snout = 9% recombinant
9 tall-downturned snout = 9% recombinant

Total = 100%

Therefore this recombination frequency between genes T and S is 18%

One can determine the relative frequency between genes using the percent frequencies as distances.

The Recombinant relationships from experiments 1-3 are:

Exp. 1 T-A = 12 map units Exp. 2 A-S = 5 map units Exp. 3 T-S = 18 map units

An arrangement that fits the data would be:

BACK

 

Caught Red-Handed

 

Caught Red-Handed  

 

Introduction:

Bacteria are everywhere. They have evolved the ability to inhabit almost every surface on the planet; however, they are invisible to the naked eye due to their small size. Bacteria have been found living in the deepest part of the ocean, in volcanic vents, in boiling hot springs, and even deep in polar ice caps. Many species of bacteria live inside of other organisms in a harmless commensalistic way such as the intestinal bacteria, Escherichia coli. Bacteria can reproduce at very rapid rates whenever conditions are favorable, as often as every 20 minutes doubling in number. The bacterial population is kept in check by the natural defenses of the host, such as the immune system and proper washing habits. When these natural defenses fail, bacteria can quickly become a problem. Some bacteria produce poisons or toxins that can be life-threatening if the bacterial population isn’t controlled by our natural defenses.

The United States Centers for Disease Control (CDC) states that the best way to prevent bacterial spread and infection is through the use of proper sanitary techniques. Perhaps the most critical step in this prevention is the use of proper hand washing. When improperly washed, your hands are one of the most easily colonized areas of your body and many of our behaviors involve the use of our hands.  Proper hand washing requires the use of water as hot as you can stand, soap, and lots of rubbing. The soap and water serve to destroy bacteria, and the rubbing helps slough off dead skin cells along with lots of bacteria.

Objective:

Students will examine:

  1. The spread of bacteria through surface contact
  2. Surface washing techniques to reduce the spread of bacteria

Materials (Part A):

Black light, Glo-Germ powder, lotion or Glo-Germ oil, hand soap, water, paper towels, pencil, lab sheet

Procedure (Part A):

  1. Choose one student in the lab group and have them spread a SMALL AMOUNT of Glo-Germ powder or lotion evenly over the entire surface of their hands. Be sure to include hard to clean areas such as around & under the fingernail.
  2. Have another student use the Black light to check your hands for the fluorescent “germs”.
  3. Estimate the percentage of your hand that you have covered with Glo-Germ powder and record this percentage in your data table 1 under time “0”.
  4. Wash your hands for 10 seconds and then recheck your hands with Black light and record the percentage of “germs” remaining.
  5. Repeat step 5 for washing times of 30 seconds, 60 seconds, and 120 seconds.
  6. Return Glo-Germ powder, lotion, or oil to lab cart. 

Data Table 1

 

Time of Wash in Seconds Percent of Hand Covered with “germs”
0 (initial observation)
10
30
60
120

 

Materials (Part B):

Tennis ball, “play” money, stuffed toy, pencil, lab sheet

Procedure (Part B):

  1. Choose a different member of your lab group and use the Black light to check their hands for the presence of germs.  IF they are “infected”, have them thoroughly wash their hands to remove the “germs”.
  2. Record the percentage of their hand that is covered with “germs”.
  3. Pick up the basket from the lab cart with your materials for part B.
  4. Handle the tennis ball for at least 20 to 30 seconds.
  5. After handling the tennis ball, have your hands rechecked with the Black light for “germs”.
  6. Record this percentage in data table 2.
  7. Return to your lab table and handle each of the other items ONE AT A TIME, checking for “germs after EACH item and recording this percentage in table 2.
  8. Return the black light and basket with handled items to the lab cart.

Data Table 2

 

Name of Item Percent Coverage
Initial Hand Coverage
Tennis Ball
“Play” money
Toy

 

Questions:

  1. If almost every surface we touch is inhabited by bacteria, why don’t bacterial infections occur more often?
  2. Name 3 ways you  might prevent the spread of bacteria each day.
  3. Name several bacterial diseases.
  4. Name and describe the 3 shapes of bacteria.
  5. Are all bacteria harmful? Explain your answer.
  6. What effect, if any, did increased washing time have on the percentage of “germ” coverage on your hands?
  7. Name 3 areas of your home that are most susceptible to bacterial contamination. Explain steps you could take in each of these areas to prevent the spread of bacteria to other places in your home.

Optional:

Create a graph based on the data from table 1.

Title _____________________________

 

Catalase Bi Sample Lab 2

 

 

Enzyme Rate of Reaction for Catalase

 

Introduction:
Life would not be possible without chemical reactions. Chemical reactions are responsible for speeding up the process. A chemical reaction is the process of breaking chemical bonds, forming new bonds or both. The four things that can speed up a chemical reaction is heat, increasing the concentration of reactants, decreasing the concentration of products, and enzymes. Enzyme is a catalase, most the time a protein. Enzymes can control the rate of a reaction, and they also lower activation energy. Enzymes are important in regulating chemical pathways, synthesizing materials needed by cells, releasing energy, and transferring information. Enzymes are involved in digestion, respiration, vision, movement, and thought. There are several things that can affect the function of enzymes like temperature, the pH, and the amount of reactant or product. Simple cells may have as many as 2000 different enzymes, each one catalyzing a different reaction. In this particular lab, your hands act as the enzyme “Catalase”. This enzyme, which is found in your cells, splits hydrogen peroxide, a byproduct made by your cells during cellular respiration,  into water and oxygen.

 

Hypothesis:
If  time is increased, then more hydrogen peroxide molecules will be split into water and oxygen

 

Materials:
The materials used in this lab were pencils, scissors, envelope, 100 paper hydrogen peroxide molecules, and a watch with a second hand so that a person would be able to keep time for the person tearing the strips.

 

Methods:
Take a paper template and cut out 100 hydrogen peroxide molecules. Place the cut out pieces into an envelope. Then have a person act as a catalase and take one piece of the paper molecules out of the envelope at a time and rip it in two and  place the pieces back into the envelope. Have a person hold the envelope person, while another student keeps track of the “tearing” time intervals (10, 20, 30 ,60, and 60 seconds). Count how many molecules are  ripped at the end of each time interval and record this number in your data table. When all time intervals and counts are completed, use the formula below to figure the reaction rate for catalase. Record this rate in  your data table.
M2 – M1 = reaction rate
T2 – T1

Results:

 

 

Time in seconds

  

Ripped Hydrogen Peroxide Molecules

  

Rate of reaction
 

0-10

 3 .3
 

10-30

 10 .35
 

30-60

 24 .47
 

60-120

 63 .65
 

120-180

 124 1.02

 

1. What is an enzyme? What are its functions in living things?
Enzymes are proteins in living systems. Enzymes can control the rate of a reaction, and they lower activation energy.

 

2. Name several things things that can affect the function of an enzyme?
Temperature, the amount of reactant or product and the pH.

3. Write the chemical equation for the breakdown of hydrogen peroxide by the enzyme catalase.
hydrogen peroxide + catalase yields water + oxygen

4. An enzyme’s efficiency increases with greater substrate concentration, but only up to a point. Why?
all of the active sites of the enzymes become filled with hydrogen peroxide molecules

 

5. If you were allowed to continue this lab and rip hydrogen peroxide molecules for 240 and 300 seconds. What would happen to the rate of reaction and why would this happen?
It would increase.

 

6. What can you say about the length of time and the rate of the reaction?
The less time, the more the reaction rate is lowered, and the more time, the more the reaction rate is higher.

 

7. What would happen to the rate of reaction if you remove the water  and oxygen molecules as soon as they are produced?
It would be faster.

 

Error Analysis:
All pieces must be returned to the envelope each time interval to correctly simulate what occurs within a cell.

 

Discussion and Conclusion:
As the time intervals increased, the reaction rate of catalase increased also. In a living cell, more hydrogen peroxide would be broken down by catalase over a longer period of time.

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